In Applied Behavior Analysis (ABA), every behavior, whether positive or challenging, serves a purpose or a function. Understanding this fundamental principle is crucial for parents, caregivers, and professionals. It allows us to move beyond simply reacting to behaviors and instead proactively address the underlying need that drives them. The core idea is that behavior is a form of communication; by figuring out what a child is trying to “say” with their actions, we can teach them more appropriate and effective ways to meet their needs.
There are four primary functions of behavior, often remembered by the acronym E.A.T.S. or S.E.A.T. (Escape, Attention, Tangible, Sensory/Automatic).
The Four Functions of Behavior
- Escape / Avoidance
This function occurs when a person engages in a behavior to get away from, delay, or avoid an unpleasant task, situation, person, or sensory experience.
- Behavior Examples: A child runs away from the table during homework time, throws themselves on the floor when asked to clean up toys, or claims to be sick to avoid going to school.
- The “Why”: The child finds the task or situation aversive and wants to end it or avoid it entirely. The behavior effectively removes them from the demand.
- Intervention Strategy: The goal is to build the child’s tolerance for the non-preferred task and teach appropriate ways to ask for a break (e.g., using a “break card” or specific phrase). Strategies often involve making the task less aversive, breaking it into smaller steps, and using positive reinforcement for compliance.
- Attention
Behaviors that fall under the attention function are performed to gain a reaction or social interaction from others. This can be positive attention (praise, hugs) or negative attention (scolding, “no,” a frustrated facial expression).
- Behavior Examples: A child shouts, throws a toy, makes noises, or deliberately does something “wrong” to get a parent or teacher to look at them or respond.
- The “Why”: The child desires interaction or acknowledgement and has learned that this specific behavior is an effective way to get it, even if the attention is negative.
- Intervention Strategy: The focus is on teaching the child appropriate ways to seek attention, such as raising their hand or saying, “Excuse me”. The strategy involves ignoring the challenging behavior (if safe to do so) to ensure it no longer yields attention, while providing plenty of attention for the appropriate replacement behavior.
- Access to Tangibles / Activities
This function relates to behaviors aimed at obtaining a specific item, toy, food, or access to a preferred activity (like screen time).
- Behavior Examples: A child throws a tantrum in a store to get a specific candy bar, grabs an object from a sibling, or cries until they are given a tablet.
- The “Why”: The child wants something specific and has found that the behavior leads to getting that item or access to the activity.
- Intervention Strategy: The intervention involves teaching the child functional communication skills to request the item or activity appropriately (e.g., using words, gestures, or picture cards). Strategies might also involve implementing delay of gratification techniques, such as “first we clean up, then we play with the toy,” often with the help of a visual schedule.
- Sensory / Automatic Reinforcement
These behaviors are internally driven and provide their own “reward” in the form of sensory input, rather than being dependent on external factors like a person’s reaction or an external object.
- Behavior Examples: Hand-flapping, body rocking, spinning, finger-tapping, or repeating certain sounds (vocal stims). The child engages in the behavior because it feels good, stimulating, or calming to their nervous system.
- The “Why”: The behavior provides an intrinsic sensory experience or relief from discomfort, without needing any social mediation.
- Intervention Strategy: The goal is to provide alternative, more socially appropriate ways for the child to get the same type of sensory input. This might involve providing fidget toys, weighted blankets, sensory breaks, or structured sensory activities that meet their needs without disruption.
The Importance of Identification
Understanding the function of behavior is the foundation of effective behavior intervention. Two behaviors that look identical (e.g., two children throwing a toy) might have entirely different functions (one wants attention, the other wants to escape a task). A successful intervention plan must target the function, not just the form of the behavior.
By systematically observing the antecedents (what happens before the behavior) and consequences (what happens after the behavior) (the ABC model), parents and behavior analysts can pinpoint the function and develop individualized plans that promote positive, adaptive skills and improve the child’s quality of life.